ACCOUNT OF PRACTICE How a small family run business adopted Critical Reflection Action Learning using hand drawn images to initiate organisational change. Journal Article for Action Learning, Research and Practice March 2016 Gary Shepherd CYPF Aim of the Presentation To situate the account within Critical Reflection Action Learning (CRAL) framework To explain the data gathering methodology of using hand drawn images in reflective conversations To introduce a condensed account of practice based on my journal submission To summarise the effectiveness of the method Thank you Jane for your support! Matthews away day session to get the ball rolling! Overview Project formed part of my PhD research Critical Reflection Action Learning (CRAL) set with a small family run business Problems separating their business lives from their family lives 12 session Action Learning project Participants were invited to create hand drawn images representing the problems they faced The images were used in reflective conversations Incorporating individual, group and critical reflection Insights into problems and power dynamics underpinning them What is CRAL? Three schools of Action Learning Marsick and ONeil (1999). Scientific school and is based upon Revans original ideas. Experiential school Kolbs experiential learning cycle (1984) Critical Reflection Action Learning school taken for granted assumptions CRAL questions and challenges established power and control relationships (Rigg & Trehan, 2004) The application of critical theory is designed to help the action learner stand outside the prevailing social or organisational situation in order to see how it could be different and changed for the better(Pedler, 2005, 3). What is CRAL Facilitation? Facilitator more active More directive, engaging and collegiate No intention to create a self supporting group Facilitator holds certain expertise and knowledge which may be shared with set members What is CRAL Facilitation? Helps set members reflect in three ways As individuals A group Critically Generating Data Generate verbal and pictorial data for reflective conversations Invite set members to draw images representing their problems Images represent a connection to our own internal (unconscious) mental framework Accessing the unconscious mental frameworks more readily Long history of projective psychological techniques Generating Data Rorschach Inkblot Test Thematic Apperception Test (TAT) Generating Data Hand drawn images of problems can be used as a tool to facilitate individual, group and critically reflective conversations Introducing Barleyfields Barleyfields is a small, family-run provider of mental health support services in the North of England. The team is made up of seven staff members who all have experience in mental health nursing, support work or social work. Barleyfields provides support services for a number of psychiatric patients living in the local community who are in need of additional help with their day-to-day tasks such as shopping, taking medication, managing their money, paying bills and attending GP appointments. Introducing Barleyfields The problems the team were experiencing included issues of poor communication Members of staff also reported that they were often unclear about their own and other staff members job roles The chaos experienced within the client group as they became mentally unwell seemed often to be replicated (metaphorically) at times of high anxiety within the Barleyfields staff team Affected team morale and senior staff expansion hopes reluctant to tender for more work given the present organisational confusion First Impressions of the CRAL set members My initial observations of the set were that they were a friendly, engaging and democratic group who were struggling to make changes and seemed quite puzzled as to why the changes they needed to make seemed so difficult. Brian (Father), Gill (Mother), Fran (Daughter) and Nikki Problems Reflected Upon Poor communication Job roles General disorganisation Team morale Organisational expansion Later Absenteeism Becoming more skilled in reflection and accessing emotion Gill: I was really stirred up last week and I couldnt sleep Tuesday night, I was tossing and turning and got up in the middle of the night, I think what you said to Brian last week when he described his moving the black cloud in his drawing and you said why dont you move yourself? I found that really quite profound. Gill: Well I've just got a really thick black place in my chest that I can feel, cos [sic] I know that were not doing the [more important] stuff Power and control issues One of the most significant things the group realised and one which initiated major changes at Barleyfields was the amount the power and control Brian exerted within the business. For years it seemed that Brian had been allowed to control almost all aspects of the organisation, even though he had steadfastly maintained that everyone had an equal right to become more involved and make changes. 1. the team were almost always too busy to stop and think about the bigger picture, especially when clients became mentally unwell 2. Brians energetic and enthusiastic involvement was often allowed and even encouraged by other staff members who were often busy with clients 3. the boundaries between family life and business life were blurred. Brian and Gill would often replicate their family situation within the Barleyfields structure. Using metaphor as part of the reflective process G From where I'm looking it just seems like two people have missed the boat, there's been a chance, but theyve missed it and in a way that seems like where I am..the boat that were actually signed up to is sailing past us and were still in the water and were trying to get on board; or if we are trying to get on board there's some resistance to it, but in the meantime were left struggling, floundering, its all become too much really Using metaphor as part of the reflective process B- thats supposed to be a Ferrari and theres a chain at the back with all of these weights on, thats kind of holding me back and I dont know really where all those weights and chains are coming from.. I want to go and put my foot down, you know but theres something kind of holding me back F- When you say that youre a car that raised the question to me where do we sit in it? B- Im not the car, the business is the car thats flying ahead, its not me F- OK G- Are we the chains then? (looking serious) F- I thought about that too (looking serious) B- No I just feel that somethings holding me back from moving forwards The absence of a set member After the third session Fran had a period of illness and was absent for six sessions. Although Barleyfields felt the impact of Frans absence in a negative way with an increase in their workload, the set seemed to use her absence more positively in their reflective sessions. Frans absence generated issues on absenteeism, workload and professional identity which all helped the set to gain a wider perspective of the business and their roles within it. G Her perception is that she doesnt have power and privilege because she is a family member, whereas our perception is that she did have power and she did have privilege.. In a way it feels a little ironic that the person that is having the issue with being absent is a family member and not an ordinary member of staff End of the project reflections F From the last time I was in the group [compared to] last week, I noticed a big difference in Brian and Gill. it seems like theyre owning the faults and willing to change . which is having a big effect on the group dynamic I wish I could have been there a bit more but I do feel I've taken something away from it G I think there's been a shifta big decision and a shift. Were not in that battle anymore, I dont know what [happened in the process] but were not there anymore I think the needs of the client group are far simpler than we thought, and we have changed our [service delivery] provision to reflect this B I think we've defined our roles better and I'm quite happy for Gill to take a lead on some things and for me to take a lead on other things. I'm glad youve recognised that change in me Gill. It seems to be working for the business and it seems to be working for me too Concluding Remarks This project demonstrates how Critical Reflection Action Learning using drawn images may be useful to organisations in both their reflective efforts and change initiatives. Researchers may find this approach most useful when working with organisations experiencing problems connected to issues arising from power, control, autonomy and leadership. This type of CRAL can often be an intense experience for set members trying to understand their organisations whilst negotiating different ways of working. To work best, set members need to buy into, understand and then choose to be part of a process which has the power to expose the individual and organisation to close scrutiny. Further research I also carried out a second project using the same methodology with a small manufacturing company Different issues and set dynamic provided different focus Aim to write this up as an AoP next year May be able to carry out more research with senior management team of a housing association working with young people and care-leavers next year (fingers crossed) Thank You Any Questions? Bibliography Brook, C. & Aspinwall, K., Accounts of Practice Editorial: Brief Thoughts on Facilitating Action Learning. Action Learnng Research and Practice, 10(2), pp Kolb, D. A. (1984). Experiential Learning: Experience as the source of learning and development. Englewood Cliffs, N. J.: Prentice-Hall. Pedler, M., Action Learning in Practice. 4th ed. Surrey: Gower Press. Reynolds, M., Reflection and Critical Reflection in Management Learning. Management Learning, 29(2), p Reynolds, M. & Vince, R., Organizing Reflection. Aldershot: Ashgate Publishing. Rigg, C. & Trehan, K., Reflections on working with critical action learning. Action Learning: Research and Practice, 1(2), pp Schon, D., The Reflective Practitioner: How Professionals Think in Action. London: Temple Smith. Shepherd, G., An Inductive Exploration of Group Learning and Knowledge Generation through Group Reflection and Psychoanalysis; PhD Thesis. Kingston upon Hull: University of Hull Business School. Vince, R., Power and Emotion in Organisational Learning. Human Relations, 54(10), pp Vince, R. & Broussine, M., Paradox, Defence and Attachment: Accessing and Working with Emotions and Relations Underlying Organisational Change. Organization Studies, 17(1), pp Vince, R. & Warren, S., Participatory Methods. In: C. Cassell & G. Symon, eds. The Practice of Qualitative Organisational Research: Core Methds and Current Challenges. London: Sage.